Bertrand Russell Quotes

Bertrand Russell

British author, mathematician, & philosopher (1872 - 1970)

Welcome to Quote Meanings. This page lists the Bertrand Russell quotes we have in our database and soon will provide users a means to discuss the meanings of quotes listed here. You don't even need to sign up.

In America everybody is of the opinion that he has no social superiors, since all men are equal, but he does not admit that he has no social inferiors, for, from the time of Jefferson onward, the doctrine that all men are equal applies only upwards, not downwards.

Men fear thought as they fear nothing else on earth -- more than ruin -- more even than death.... Thought is subversive and revolutionary, destructive and terrible, thought is merciless to privilege, established institutions, and comfortable habit. Thought looks into the pit of hell and is not afraid. Thought is great and swift and free, the light of the world, and the chief glory of man.

One should as a rule respect public opinion in so far as is necessary to avoid starvation and to keep out of prison, but anything that goes beyond this is voluntary submission to an unnecessary tyranny, and is likely to interfere with happiness in all kinds of ways.

The fact that an opinion has been widely held is no evidence whatever that it is not utterly absurd; indeed in view of the silliness of the majority of mankind, a widespread belief is more likely to be foolish than sensible.

When one admits that nothing is certain one must, I think, also admit that some things are much more nearly certain than others. It is much more nearly certain that we are assembled here tonight than it is that this or that political party is in the right. Certainly there are degrees of certainty, and one should be very careful to emphasize that fact, because otherwise one is landed in an utter skepticism, and complete skepticism would, of course, be totally barren and completely useless.

If a man is offered a fact which goes against his instincts, he will scrutinize it closely, and unless the evidence is overwhelming, he will refuse to believe it. If, on the other hand, he is offered something which affords a reason for acting in accordance to his instincts, he will accept it even on the slightest evidence.

What the world needs is not dogma but an attitude of scientific inquiry combined with a belief that the torture of millions is not desirable, whether inflicted by Stalin or by a Deity imagined in the likeness of the believer.

But all who are not lunitics are agreed about certain things: That it is better to be alive than dead, better to be adequately fed than starved, better to be free than to be a slave. Many people desire these things only for themselves and their friends; they are quite content that their enemies should suffer. These people can be refuted by science: Mankind has become so much one family that we cannot insure our own prosperity except by insuring that of everyone else. If you wish to be happy yourself, you must resign yourself to seeing others also happy.

I should wish to see a world in which education aimed at mental freedom rather than imprisoning the minds of the young in a rigid armor of dogma calculated to protect them though life against the shafts of impartial evidence.

The man who suffers from a sense of sin is suffering from a particular kind of self-love. In all this vast universe the thing that appears to him of most importance is that he himself should be virtuous. It is a grave defect in certain forms of traditional religion that they have encouraged this particular kind of self-absorption.

Men fear thought as they fear nothing else on earth -- more than ruin -- more even than death.... Thought is subversive and revolutionary, destructive and terrible, thought is merciless to privilege, established institutions, and comfortable habit. Thought looks into the pit of hell and is not afraid. Thought is great and swift and free, the light of the world, and the chief glory of man.

It is because modern education is so seldom inspired by a great hope that it so seldom achieves great results. The wish to preserve the past rather that the hope of creating the future dominates the minds of those who control the teaching of the young.